Literaturnachweis - Detailanzeige
Autor/in | Asher, Nina |
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Titel | Listening to Hyphenated Americans: Hybrid Identities of Youth from Immigrant Families |
Quelle | In: Theory Into Practice, 47 (2008) 1, S.12-19 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
Schlagwörter | Asian Americans; Immigrants; Stereotypes; Identification (Psychology); Student Diversity; High School Students; Personal Narratives; Indians; Cultural Differences; Race; Social Class; Sex; Theory Practice Relationship; Metropolitan Areas; New York Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Klischee; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung; Inder; Kultureller Unterschied; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlecht; Geschlechtsverkehr; Theorie-Praxis-Beziehung; Ballungsraum |
Abstract | The author argues that educators need to move beyond stereotypic representations of diverse youth, including youth from immigrant families, to recognize and engage their hybrid identities. To that end, the author draws on postcolonial perspectives as well as critiques of the model minority stereotype applied to Asian Americans to analyze the narratives of 10 high school students from Indian immigrant families in New York City. The article discusses how these students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at both home and school. In concluding, the author discusses implications for educational theory, research, and practice. (Contains 1 note.) (Author). |
Anmerkungen | Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |